Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 6: Undergraduate and Faculty Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Heather Dillon, University of Washington; Jenna P. Carpenter, Campbell University; Rachel Louis Kajfez, The Ohio State University; Brooke K. Mayer, Marquette University; Shane W. Rogers, Clarkson University; Ben Tribelhorn, University of Portland

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Entrepreneurship & Engineering Innovation Division (ENT)

experiences (CURE) into the curriculum. After theworkshop, participants join a year-long coaching process with a faculty mentor to develop and executetheir projects with students.In this paper, we report on the key elements of the workshop design and insights from past participantsacross multiple years. We surveyed all past participants of the workshops, and respondents indicated thatthey had received several benefits from the workshop experience including better planning andorganization of research experiences for undergraduates. Faculty reported significant benefits to thestudents such as more attending graduate school but also to their own research practices includingbuilding a capacity for more readily identifying the value of their work.We hope

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 6: Undergraduate and Faculty Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nathalie Duval-Couetil, Purdue University at West Lafayette (COE); Alanna D. Epstein, University of Michigan; Aileen Huang-Saad, Northeastern University

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University In February 2021 Dr. Huang-Saad joined the Bioengineering faculty at Northeastern University and be- came the Director of Life Sciences and Engineering Programs at The Roux Institute (Portland, Maine). Dr. Huang-Saad has a fourteen- year history of bringi ©American Society for Engineering Education, 2023 Factors Influencing Academic Researchers’ Motivation for Technology Commercialization and Entrepreneurship: An Overview of the LiteratureAbstractThere is a significant movement at research universities to catalyze faculty and graduate studentinvolvement in the commercialization of university-based discovery, an activity often referred toas “academic entrepreneurship.” This is driven by the

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Olgha Bassam Qaqish, North Carolina State University; Marcia Pool, University of Illinois Urbana-Champaign; William H Pennock, New Jersey Institute of Technology; Erick S. Vasquez-Guardado, University of Dayton; Fahmidah Ummul Ashraf, Bradley University

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and further strengthenedthrough reflective practices such as focus groups and/or concept maps [2], [3]. Finally, thestudents create value by designing a solution that considers needs of different populations thussupporting a better “global” solution to impact the most people.Many STEM international experiences align with the National Academy of Engineering (NAE)grand challenge themes which are shown to support connections between the experience,disciplinary knowledge, multicultural awareness, and EM [2-4]. This is particularly valuable forSTEM majors, as some research indicates they lag behind their non-STEM peers in multiculturalawareness. Initially, the NAE grand challenges consisted of fourteen goals for improving lifewhich have now been

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 4: Curriculum and Programmatic Effects

Collection

2023 ASEE Annual Conference & Exposition

Authors

Heather Greenhalgh-Spencer, Texas Tech University; Tim Dallas, Texas Tech University

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that there are two main definitions ofentrepreneurship education. “The narrow definition equates entrepreneurship education with aspecific course aimed at training young people to start their own business, while the widerdefinition equates entrepreneurship education with general skills that all students should learn,and which are construed as helpful for preparation for life in general.” (p. 554-555). Both highschool and university programs vary around these two general definitions. Some programs focuson specific skills and experiences designed to support a student as they set up a business. Otherprograms focus more on skills that could be used in either entrepreneurial or intrapreneurialcontexts, but with a strong focus on practices that

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Blanca Esthela Moscoso; Miguel Andres Guerra, Universidad San Francisco de Quito

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each other and withthe dependent variable, suggesting that they are complementary and synergistic for theachievement of collaborative entrepreneurship competencies. From a practical standpoint, it offersa concrete and applicable proposal for the training of entrepreneurs in technical careers, withpotential positive impacts on the economic, social, and environmental development of the country.RecommendationsFor teachers, it is recommended to incorporate the proposed pedagogical model into their teachingplans, using the suggested teaching strategies and resources. It is also urged to continuouslyevaluate the process and results of the application of the model, providing feedback to studentsand adjusting the design according to specific needs and

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 4: Curriculum and Programmatic Effects

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tate Cao, University of Saskatchewan; Shaobo Huang, University of Saskatchewan

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, others on sustainability, and still others on thescalability of firms.To address these challenges, the authors of this work propose a framework for aligning institutionalculture and entrepreneurial ambitions with program design. The process of constructive alignmentwill provide a better understanding of the current practices in engineering entrepreneurshipeducation and bring clarity to the diverse approaches used in pedagogy. By developing astandardized framework, educators and funders will be better equipped to evaluate and comparedifferent programs, ultimately leading to improved outcomes for both students and educators.Keywords:Entrepreneurship, Innovation, Canadian Education, Program Design, Constructive Alignment1. Introduction:Currently

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nada Elfiki, Stanford University; Helen L. Chen, Stanford University; George Toye; Micah Lande, South Dakota School of Mines and Technology; Felix Kempf, King's College London; Lauren Marie Aquino Shluzas, Stanford University; Sheri Sheppard, Stanford University

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Technology from the Technical University of Munich, with specializations in Mechanical Engineering, Innovation, Entrepreneurship, and Finance. She is also an alumna scholar of the entrepreneurial qualification program at Munich’s Center for Innovation and Business Creation (UnternehmerTUM). Professionally, Nada currently works as a Senior Corporate Strategy Manager at a SaaS company. Her student practical experiences include roles as venture capital investment analyst, startup strategy consultant and entrepreneurial coach, alongside being team lead for innovation projects in the automotive industry.Dr. Helen L. Chen, Stanford University Helen L. Chen is a Research Scientist in the Designing Education Lab in Mechanical

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 5: Exploring and Re-Examining Ideas in Engineering Entrepreneurship and Innovation Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alanna Epstein, University of Michigan; Nathalie Duval-Couetil, Purdue University at West Lafayette

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have shown that both graduate student (Ong et al.,2011) and faculty (Hurtado et al., 2012) women of color in STEM report frequent experiences ofgender and racial/ethnic bias. For example, Black/African American women face the stereotypeof being "aggressive" (McGee, 2016) and express low levels of feelings of belonging withinSTEM fields (Ong, 2005), factors that ultimately negatively impact mental health (McGee,2020). However, insight into disparities based on intersectional identities in STEMentrepreneurship requires research designs that integrate these broader contexts ofentrepreneurship and STEM higher education. Further, scholars have called for additionalquantitative studies that address intersecting social identities in entrepreneurship